Tutoring Services Research Articles

College of Agriculture Students’ Transfer Experiences Compared to the Experiences of Their University Peers

Transfer students from the College of Agriculture (COA) at Iowa State University graduate at a higher rate than their university peers (non-COA). Therefore, the purpose of this study was to determine if differences exist between COA and non-COA transfer students in their pre- and post- transfer experiences. A survey instrument was developed, and the fall 2019 transfer cohort was polled (n = 1048). A useable response rate of 45.9% (n = 481) was achieved which contained 104 COA participants. Responses from a random sample of 104 non-COA respondents served as the comparison group. Survey results found statistically significant differences (p < 0.05) between the groups in the manner in which transfer student capital was obtained. COA students tended to use advisors and admissions counselors prior to transfer more than their non-COA peers. However, pre- and post-transfer resources were under-used by both groups. On average, 66.0% of all respondents reported that they planned to transfer to a four-year institution prior to enrollment at their previous institution, but less than 50.0% of respondents used a transfer plan or course equivalency guide to aid in their course planning. Additionally, an average of 76.5% of transfers across both groups reported being aware of post-transfer tutoring services but did not utilize this resources in their first semester. Significant differences (p < 0.05) were observed in the perceived usefulness of post-transfer tutor resources between the two groups. Additional research is needed to determine if observed differences between COA and non-COA students explain variance associated with persistence and completion of a baccalaureate degree.

Establishing a tutoring and academic support center: Collaborating with nurse educator students.

Academic demands challenge many nursing students as they embark on their professional journey to become competent nurses or further their education. Challenges with incorporating successful retention strategies were problematic during the worldwide COVID-19 public health emergency. Academic student support services were urgently needed. This article describes the successful development of a funded college campus's academic support service center using virtual nurse educator tutoring services for undergraduate and graduate nursing students. The mission of the center is to assist nursing students to become independent, self-confident, and efficient learners who successfully fulfill all academic nursing program requirements. Evidence-based education was provided to train tutors and refine their technology competencies. Tutoring was provided for graduate students to fulfill the need for similar types of academic support services. Metrics were collected to evaluate the relationship between tutoring and academic success indicators. Initial evaluations of tutoring sessions by tutees suggest that peer tutoring as an adjunctive teaching and learning strategy can positively impact academic performance. Findings included improved student quantitative measures including higher exam scores and GPAs along with qualitative outcomes suggesting increased critical thinking skills, self-direction, and self-confidence. Nurse educator student tutors gained valuable teaching experience that promoted their overall academic role development.

Knowledge interaction enhanced sequential modeling for interpretable learner knowledge diagnosis in intelligent tutoring systems

One of the fundamental tasks when providing personalized tutoring services to learners in online learning systems, such as intelligent tutoring systems and massive open online courses, is the learner knowledge diagnosis (LKD). LKD obtains the learner knowledge proficiency on skills by modeling their learning performance. Learners’ knowledge construction process is not static, but evolves overtime; hence, the evolution of learners’ knowledge proficiency must be dynamically traced. Moreover, considering the wide usage of online learning systems by large numbers of learners, the LKD task also needs to meet the requirements of large-scale assessment and interpretability to explain the diagnosed results. The existing models are either designed for static scenarios or find it difficult to explain the causality between learner performance and knowledge proficiency, as well as the item characteristics. To solve these issues, we propose herein a novel model, called the knowledge interaction-enhanced dynamic LKD (KIEDLKD), to develop learner performance, and hence, dynamically diagnose and trace the evolution of each learner’s knowledge proficiency during the exercising activities. We first propose a dynamic LKD framework by unifying the strength of the memory capacity of the key-value memory network to enhance the representation of the knowledge state during learner performance modeling and the interpretability of the Item Response Theory (IRT) to explain the learner performance in terms of knowledge proficiency and item characteristics (i.e., item difficulty and discrimination). In this framework, we diagnose and trace each learner’s knowledge proficiency on each knowledge concept (KC) over time and store them into an auxiliary memory using the key-value memory network. We further infer their general proficiencies and the IRT-based item characteristics using another neural network. Moreover, we propose the knowledge interaction concept among KCs and incorporate it into the LKD procedure to further exploit the long-term dependencies in the exercising sequences, thereby devising the KIEDLKD model. We also incorporate the learner-oriented cognitive item difficulty into our model, based on each learner’s exercising history, to adaptively model the item difficulty. Based on these factors, our KIEDLKD model can not only output the learners’ knowledge proficiency in a multi-granularity manner but also output the item characteristics, making it possible to interpret the learner performances in terms of their current knowledge states and item characteristics. Extensive experiments are conducted from six perspectives on five real-world datasets to test our model.The results of learner performance prediction demonstrate the superiority of our model on the LKD task. It can also automatically discover the underlying interaction between each pair of latent KCs, and the underlying concepts for each exercise. The ablation study verifies the contributions of each component in our model. Moreover, it can depict the evolution of learner knowledge proficiency in a multi-granularity manner and provide additional information for skill domain analysis, which enables the interpretability of our model.

The Implementation of the Double Reduction Policy Problems, Causes, and Suggestions

The Double Reduction policy tries to alleviate the academic pressures that homework and off-campus tutoring services place on students. Since its implementation half a year ago, the policy has relieved students of some of their heavy workloads. However, there are still policy infractions all around the country. The issues that arise during policy implementation are summarized and their causes are examined in this study. Suggestions are made in order to fulfill the policy’s objectives.

Using Self-Evaluations to Explore HBCU Social Work Statistics Students Perceptions of Academic Preparation and Performance

Evaluation is an essential component in social work education. Student evaluations are a useful method to assess student and instructor performance. The study aimed to examine the perceptions of social work students’ views on their preparation and performance in a social work statistics course. The study consisted of 113 social work students admitted to the Bachelor of Social Work program at a small HBCU located in a rural community. In this study, a quantitative, descriptive research design was used along with a self-administered student evaluation, and SPSS to describe and analyze social work students’ perceptions of their performance and preparation. The results concluded the majority of students (72%) did not meet with their instructor to seek assistance outside of the classroom setting. Approximately, 80% of the students also reported not attending academic tutoring services, however, 58% indicated the need for improvement in their grades. To conclude, the findings of the study demonstrated that student evaluations can be used as an effective method to provide essential feedback to instructors.

Home Visit As A Learning Advisory Service Model In The Covid-19 Pandemic Time

During the Covid-19 pandemic, home visits were a solution in providing tutoring services at Elementary School Muhammadiyah Kasiyan, Puger District, Jember Regency. This activity is carried out through planning, implementing, evaluating, controlling programs and making activity reports. In supporting the success of this school program, it is necessary to have interactive communication between teachers and students. Furthermore, family support is needed to create a comfortable family environment in learning. The impacts of the home visit are increasing the knowledge and changing students’ behavior in term of habit of worship as well as the fluency in reading the Al-Quran. The inhibiting factors for this activity are the students' lack of awareness to learn, the less parental support, the television shows, the playmates, the schedules that have not been agreed yet and the lack of teacher commitment in teaching.

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Administrators and educators in higher education are interested in how academic tutoring services and gender impact perceptions of cognitive load and, therefore, students’ academic success. However, a lack of evidence existed in the literature regarding physical therapy students’ perception of cognitive load in an accelerated Doctor of Physical Therapy program with blended learning. Participants in this quantitative, non-experimental study completed the adapted Cognitive Load Scale to indicate their perception of cognitive load, participation in academic tutoring services, gender, and age. The DPT students perceived high cognitive overload, but a t value of 0.37 and a p value of 0.71 indicated that their perception was not significantly related to gender. Further, a t value of -3.09 and a p value of 0.005 indicated that academic tutoring services played a vital role in minimizing the perception of cognitive overload. However, the p value of 0.11 of the parametric multiple linear regression analysis and the p value of 0.59 of the interaction term indicated no moderating relationship between academic tutoring services and gender. This evidence may assist physical therapy administrators and educators of DPT students in re-structuring blended learning programs and accelerated curricula to reduce student perceptions of cognitive overload.

Effects of face-to-face tutorial and Administrative support services on the academic performance of distance education students in the University of Cape Coast

The effect of face-to-face and administrative support services on the academic performance of distance education students at the University of Cape Coast was explored via a student survey. Data were collected from 374 respondents in nine study centres, three from each of the three zones of study centres of the College of distance education of the University of Cape Coast (Southern, Middle, Northern). Means, standard deviations and correlation were used to analyse the data. The data suggest that distance education students of the University of Cape Coast have a good perception of face-to-face tutorial services provided. However, they reported a bad perception of its administrative support services provided. Analysis from the study showed a significant positive but weak relationship between face-to-face tutorial service and academic performance of distance education students. The study results further revealed a weak significant positive relationship between administrative, support services and academic performance of distance education students of the University of Cape Coast.

Review of Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students

On international tests of academic knowledge, students in East Asian countries typically are among the best in the world. While the public school systems of these societies understandably deserve some recognition for these scholastic achievements, they are also partly the consequence of an extensive array of supplemental tutoring services that are widely used throughout these societies. These services form a thriving educational industry in the private sector that is not so well known to researchers and is thus commonly referred to as shadow education. This essay reviews Theorizing Shadow Education and Academic Success in East Asia which is a recent book that provides a highly informative overview of shadow education. Especially many Western social scientists and educational specialists have often overlooked or misunderstood shadow education in East Asia. The history, sociology, and public policy aspects of shadow education are discussed for several different East Asian societies including Hong Kong, Japan, Singapore, South Korea, and Taiwan. Theorizing Shadow Education and Academic Success in East Asia is an important contribution not only for educational studies but also for the sociology of social stratification and inequality more broadly.

The Effectiveness of Group Guidance to Improve Students' Social Interaction Skills

The purpose of this article is to find out the effectiveness of group guidance to improve student social interaction. This research belongs to the type of Action research. This study uses two cycles, with stages of planning, activities, observation and reflection. The sample in this study amounted to 10 students. The results of this study are 1) students' social interaction skills are in the low category 2) the implementation of group guidance to improve students' social interaction skills is carried out through two cycles and four meetings, 3) students' social interaction skills level increases after receiving group guidance services. Based on the results of the T test, it is found that Tcalculate 0 ≤ Ttable 8 or means that Ha is accepted and Ho is rejected. The results showed that students' social interaction skills improved after receiving group tutoring services. In other words, social interaction skills can be improved through group tutoring services.Group guidance; social interaction skills, Junior High School Students

KEPUASAN PESERTA PELATIHAN JARAK JAUH TERHADAP LAYANAN VIDEO TUTORIAL CARA MENGOPERASIKAN LMS BERBASIS MOODLE

This study aims to determine the level of satisfaction of distance training participants (PJJ) with video tutorial services on how to operate a Moodle-based learning management system. One of the reasons for the success of participants in participating in remote training is their technical ability to operate the Bandung Religious Education and Training Center's PJJ application. The satisfaction of remote training participants is a reflection of the quality of video tutorial services produced as an effort to serve participants who have difficulty operating the learning management system. descriptive, namely analyzing the satisfaction of PJJ participants on the dimensions of reliability, tangibles and Responsiveness to video tutorials containing technical explanations for operating a moodle-based learning management system which is the application platform for the Bandung Religious Education and Training Center PJJ application platform. Population and Sample The population of this research is the participants of the long distance training at the Bandung Religious Education and Training Center in 2021, with a total of 800 participants. The sample in question is the object under study is the participants who are taken as respondents from this study. The results showed that the training participants were very satisfied with the video tutorial service. Video tutorial services have reliability and are in accordance with the needs and expectations of participants, which can be seen repeatedly, owned and felt by participants as in the second dimension, namely tangible. Regarding the Quick Response variable, the video tutorial service is able to respond to complaints from PJJ participants who have difficulty operating a moodle-based learning management system.
 Keywords: Video tutorials; Satisfaction; PJJ.

IMPACT OF MATH HELP CENTER AS INTERNAL TUTORIAL SERVICE TO SUPPORT CALCULUS STUDENTS

Providing academic support to weak students of Calculus through establishment of a Math Help Center that gives tutorial service is a clear step that expects nothing but positive results as evidenced specifically by significant number of passers for attendees. This study aims to describe the impact of help centre to Calculus student-attendees and to get feedback on their perception about this academic support.

KONSEP PENGEMBANGAN KEBIASAAN BELAJAR di ERA INDUSTRI 4.0

As a guidance and counseling teacher, of course, has the task of helping students overcome these problems by identifying learning problems experienced by students, analyzing these problems appropriately, offering learning style solutions or solutions to students solving these learning problems. The point is that students are able to be independent in learning. The results of research conducted by researchers using the DCM questionnaire (Checklist of Problems) to 31 students of class X IIK 2 in MAN 3 Bantul get the highest problem is the problem of study habits. In the aspect of the problem of study habits, the highest item that becomes a problem is irregular learning time, if learning is often sleepy, studying only at night, studying when there are tests, and often feeling lazy to learn. Bk teachers need to make a description of what needs are given to students, how their goals, alternative service and what kind of evaluation to be given to students. Based on the results of the study it has been presented that it is known that students need help providing effective tutoring services that can affect the learning habits of students of class X IIK.

GRAB Tutor Management System with SMS Notification

Tutoring service is essential for students who require extra academic guidance in learning, especially in primary and secondary education levels. The common problems encountered by any students are the difficulties in finding the suitable tutors based on their preferred choice. The current existing web applications are still lack of responsive elements where they just only provide the fill-in form to search for the tutors. Therefore, the aim of this study is to address the inherent issue in finding suitable tutor match among the students and teachers by utilizing responsive filtering feature and SMS notification technology. The inclusion of these features is crucial to ensure that both parties informed on the appointment arrangement and status. The system known as GRAB Tutor Management System is targeted the secondary students especially the SPM candidates. This study adapts and simplifies System Development Life Cycle methodology into Three-Phase Model in designing and developing the system. The three phases are analysis, development, and evaluation phase. Each phase carries specific activities to accomplish the aim of this study and successfully delivered the proposed solution. GRAB Tutor Management System undergone a series of testing to evaluate its functionalities and acceptability. Functionality testing involved four expert and novice users, meanwhile user acceptance testing was conducted with 30 participants of secondary schoolteachers and students. The functionality test result revealed that all features are well functioned and successfully delivered. The user acceptance testing result indicates positive acceptance with the overall mean score is 4.64, which shown that the participants are agreed that this system is acceptable, easy to use and useful. It is proven that this study has successfully delivered a web-based Grab Tutor Management System with SMS Notifications that is useful for the tutors and students

The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring

The study focused on variables which were posited to capture undergraduate students' experiences with a large-scale online tutoring service, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from research on Technology Acceptance and Social Cognitive Theory was developed and tested. A total of 365 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modeling (SEM), and multi-group analyses (MGA). The measurement model demonstrated configural, metric and scalar invariance. There were differences between males and females regarding latent means, with females scoring higher than males for facilitating conditions. The regression paths were consistent across males and females (i.e., invariant) in the full structural model. Facilitating conditions was positively associated with the perceived usefulness of technology, which in turn was positively associated with academic self-efficacy. Surprisingly, perceived ease of use did not have a statistically significant association with perceived usefulness. Academic self-efficacy was positively associated with academic achievement. Implications, particularly for online tutoring service providers, are discussed.

Using an Outsourced Online Tutoring Service to Promote Success in Online Composition Courses

For some students enrolled in online courses, receiving tutoring may be a key component to their success. This study sought to determine if the use of an outsourced online tutoring service (OOTS) was associated with course success in online English Composition courses. The authors employed chi-square tests to analyze the relationship between tutoring usage and final grades for students in two different composition courses, English Composition I (n = 888) and English Composition II (n = 1108). The results indicate that in both courses, students who utilized the OOTS passed the course at higher rates than those who did not. For students who utilized the service at least once, 95% passed English Composition I, compared with a 57% passing rate of students who did not utilize the service. Results for English Composition II were similar with 89% of OOTS users passing the course, compared with a 58% passing rate of non-users. This research supports and discusses the importance of online tutoring for students.

Redesign Papan Tulis dengan Prinsip Ergonomi pada Ruangan Kelas Bimbel RHC

Bimbel RHC is a tutoring service that provides science tutoring services for high school students. Bimbel is located on Bangau Street No.1073, Palembang, South Sumatra. In its effort to progress and develop, besides prioritizing the interests of RHC tutoring students, it also seeks to improve the comfort of teachers. During this time the working conditions of existing teachers are less comfortable for teachers, resulting in musculoskeletal disorder. The problem that occurs is the use of blackboards by people of different height, resulting in bad posture such as bendingand tiptoeing. Long removal time can also make you tired on the arm. The method used is the calculation of anthropometry and ergonomics. From the data processing and analysis, an ergonomic whiteboard design with eraser that is united with the whiteboard and height adjustable features is obtained where the maximum height is 211 cm.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

Costs and benefits of private tutoring programs: the South Korean case

PurposeThe purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes.Design/methodology/approachA theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring?FindingsThe findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation.Research limitations/implicationsThis study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution.Practical implicationsThe study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent.Social implicationsThe educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality.Originality/valueThe existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general.

Program Layanan Bimbingan Belajar untuk Anak Usia Dini

Tutoring service program for individual assistance in order to overcome problems in children's learning activities so that there are different styles of children's learning in achieving maximum learning performance. Children's tutoring focuses on improving children's learning, children's independent attitudes, children's growth and development, and children's learning achievement. Improving children's learning requires the cooperation of teachers and parents as a source of communication. This program is the first pathway in the Wadas Kelir Play Group non-formal education unit as a child's learning excellence. The organizer of this tutoring service program is the Wadas Kelir Purwokerto Play Group which has programs, orientation services, information services, coaching and distribution, excellence, and learning assistance. The research objective is to find out the aspects of child development through active, educational, and communicative tutoring services programs. So, the achievement of the implementation of tutoring services is having learning resilience in learning habits, such as accustomed to reading or reading books, art school, appreciation of work, and motivation for children's independence. The research method is descriptive qualitative with the subject; classroom teachers, and children involved in learning activities. The research object of the tutoring service program is in the Wadas Kelir South Purwokerto Play Group. The method is by collecting data in the form of documentation, interviews, and observations. As a result, children are confident, skilled in learning, increased language vocabulary, are independent, can read, and have increased reasoning power. From here, the main key to maximum child development is to program children to learn in a fun learning model.